Teacher Educationthrough School-basedSupport in India

From global to local: learning from TESS-India’s approach to OER localisation across multiple Indian states

OER14

Presented by

Leigh-Anne Perryman, OER Research Hub FellowTim Seal, TESS-India Technical DirectorAdditional author

Alison Hemmings-Buckler

• ‘Unfreedoms’: e.g. poverty, limited economic opportunity, inadequate education and access to knowledge, deficient health care, and oppression

• ‘Increasing the freedoms that men and women enjoy is a definition of development, and greater freedom empowers people to be more effective agents of development.’ (CoL 3 yr Plan)

• OER: more teachers; better teachers; more engaged learners; improved learner retention; better access to knowledge.

The power of OER and the removal of ‘unfreedoms’

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“What is the future of open education? Where is it going? I think there is only one answer: localisation” (David Wiley)

“Localization must involve locals; ...effective localization is directly proportional to understanding local contexts.” (Tiffany Ivins)

“Localization unlocks the power of OER.”(Tiffany Ivins)

The need for OER localisation

Photos: Leigh-Anne Perryman CC-BY

• The challenges to localising OER for use in development education

• The impact of context and localiser perceptions

• How best to support OER localisers

• The relationship between institutional quality control, localiser freedom, and the spirit of open.

Our research focus

Photo: Leigh-Anne Perryman CC-BY

● India: needs 1.33 million teachers

● Bihar: 75% of teacher ed. colleges did no training between 2007-2010

● India - Bihar: 45% of teachers don’t have minimum qualification.

● India: some states, only 1% pass Teacher Eligibility Test

● India – ASER: “A ritual exercise bringing the same disturbing but worsening news” (Deccan Herald, 2013)

Photo: Eric Parker CC-BY-NCQuantity and quality

Focus States:

Assam, Bihar, Karnataka, Madhya Pradesh, Odisha, Uttar Pradesh, West Bengal

Subject areas:

English, Math Science, Leadership, Language & Literacy

Content:

• 125 Pan Indian study units

• Collaborative development

• Stand alone, self directed

• Supporting teachers in changing their practice • Suggests and inspires rather than being

prescriptive and exhaustive

• Promotes reflection

TESS-India - Teacher Education through School based Support in India

Photo: TESS-India CC-BY-SA

Photos: TESS-India CC-BY-SA

Production

Localisation process ▪ State based orientation

workshops.▪ Content Translation▪ Third party NGO▪ State Localisation

Managers▪ Subject Localisation Experts▪ 2 State based Localisation

workshops (1 combined)▪ No direct control of

adaptationPhoto: TESS-India CC-BY-SA

The challenges of localising OER

Photos: TESS-India CC-BY-SA

• Managing translation• Use of Hindi keyboard• Navigating localiser

perceptions & experience as educators in India

• Navigating localiser unfamiliarity with OER, openness & online learning

• The relationship between institutional control, quality, localiser freedom and openness

The challenges of translation

● Localisers don’t have translation skills + translation agency doesn’t have context/educational knowledge;

● = Distortion of meaning.● Localisers have to correct

this, but have to look at English version to do so.

● Little use of Hindi keyboard so annotated hard copies used - time consuming.

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Navigating perceptions and experience• SLEs’ background

as textbook writers• Focus on subject

over method• Preference for

formal, rather than conversational writing style

• Unfamiliarity with activity-based pedagogy

“Many of the localisers had PhDs and really wanted to engage more with the topic than the technique… they thought that the teacher should have all subject knowledge in one place.”

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Development & OER

The OER Engagement Ladder © 2012 Joanna Wild, CC-BY

Neo-Colonialism Knowledge partnership

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“We need to allow time for reflection and working on the materials.”

“We need to sit as a group again to deliberate on matters of localisation as now our understanding of the matter has increased.”

Context

• Hierarchical view of knowledge ownership

• No understanding of OER

Conclusion: Creating a knowledge partnership

Knowledge partnership

Respect for individual

perceptions & experience

Institutional (quality) control

& guidance Sensitivity to context (e.g.

status of knowledge ownership)

Openness & ‘embedded’ engagement with OER

Conclusion: Quality, control, freedom and openness

“I would like to see more from the State people… like if they want to see more assessment done in the classroom or if they want more attention paid to low achievers that sort of thing… Really, I’d like more radical localisation rather than safe localisation but there’s a reluctance, a deference that gets in the way.”

(TESS-India Academic Manager, 2014)

www.TESS-India.edu.inwww.oerresearchhub.org

@TESSIndia @oer_hub @laperryman@tim10101 @goldensyrupgirl

All images CC-BY-SA TESS-India and CC-BY-SA Leigh-Anne Perryman (as stated on slide)